WRS 280 SDSU Theres No Benefit to Lowering the Drinking Age Essay RWS 280 Essay #2 Prompt Spring 2020 Analyzing & Evaluating Conventions in Academic Texts_

WRS 280 SDSU Theres No Benefit to Lowering the Drinking Age Essay RWS 280 Essay #2 Prompt Spring 2020 Analyzing & Evaluating Conventions in Academic Texts___ The readings: “Amethyst Initiative’s Debate On Drinking a Welcome Alternative to Fanaticism” by Radley Balko FoxNews.com Aug. 25, 2008 “There’s No Benefit to Lowering the Drinking Age” by Robert Voas Christian Science Monitor Jan. 12, 2006 In Essay #2 you will be asked to extend your analysis by identifying and analyzing conventions in academic texts. As defined by Webster’s College Dictionary, a convention refers to “a rule, method, or practice established by usage… a general custom or accepted usage.” For this essay, you’ll be asked to focus on the use of tone and evidence, and to evaluate the effectiveness of these conventions on readers like you. You will need a Works Cited page, which means that you will also need to include the parenthetical citations after each reference to the author’s text (both direct quotes and paraphrases). Be SURE to use the Essay #2 Writing Strategy, at least as a checklist, to make sure you detail all parts of this prompt in your essay. You may also use it to organize and structure your essay. In the Writing Strategy, I have once again given you a sample thesis you can use in your essay, as well as provided more detailed information about how to develop your analysis and evaluation. The prompt: Choose one of the above articles, and write an academic essay that: Identifies the author’s purpose, goal and audience (this will require a little research to identify who reads this publication);Identifies and analyzes at least one specific example of tone in the author’s introduction, detailing how that specific example tone is repeated or extended somewhere else in the body paragraphs of the article. You must also evaluate how this use of tone affected your initial response to that author’s argument. Identifies and analyzes at least one example of evidence on readers like you. Your analysis will need to include detailing the persuasive appeal(s) for that specific example. You must also evaluate the effectiveness of this example and how it helped you see the issue in a different light or helped to reinforce your position. For a C paper, detailing one example will be fine. For a B paper, you’ll need to detail two examples of evidence. For an A paper you’ll need to detail three examples of evidence. Regarding the effectiveness of the use of tone and evidence, be sure to detail how the author’s use of these conventions have changed or re-enforced your views on this topic. Remember, the point of the prompt is not to agree or disagree with the authors. Rather, how has the way the author presented and supported his argument effected your perception of, or attitude towards, this issue? You will be evaluated not only on how adequately you respond to the all parts of the prompt and develop your points but also on how you organize your response. LENGTH: 4-7 pgs GENERAL POINT BREAKDOWN____________________________________________________________________Content: Does the introduction present the general topic of the essay and include a thesis that addresses the prompt? Are all three parts of the prompt adequately detailed in the essay? Are purpose, goal & audience detailed with examples? Are the examples of tone and evidence analyzed and the effectiveness of each example detailed? Are there adequate references to the article in the body paragraphs to illustrate and support the writer’s points? Form: Does the essay have a perceivable order: a beginning, middle and end? Do the body paragraphs have topic sentences and transitions? . Are the quotes ‘sandwiched’ or dropped in with no commentary? . Do the in-text citations and Works Cited page follow MLA guidelines? Grammar/mechanical errors: Are these minimal or frequent enough to hinder clarity? . CONNECTION TO STUDENT LEARNING OUTCOMES Successful papers will demonstrate the following abilities: 1) develop an effective reading and writing process—including prewriting, drafting, revision, 2) analyze the conventions of an academic text, 3) articulate in writing key rhetorical concepts, 4) explore the significance of texts to oneself, 5) format simple manuscripts (page, margin, appropriate font style and size, paragraph indentation, block style, etc., & cite sources accurately using MLA guidelines, 6) edit their own writing for grammar, mechanics, and usage appropriate to academic writing, 7) critique their own and others’ texts to develop their abilities in academic writing.